Nurse-Midwifery Student Guide - Vanderbilt University School of

Nurse-Midwifery Student Guide
2016 – 2017
THECALLING.........................................................................................................................................................6
INTRODUCTIONTOTHEPROGRAM...............................................................................................................7
PURPOSESTATEMENT.......................................................................................................................................7
PROGRAMPHILOSOPHY....................................................................................................................................7
PROGRAMOBJECTIVES......................................................................................................................................8
POLICIES&PROCEDURES..................................................................................................................................8
STATEMENTONREPRODUCTIVERIGHTS...................................................................................................8
FACULTYADVISOR..............................................................................................................................................9
THEINTERPLAYOFWORK,LIFE,&SCHOOL..............................................................................................9
STUDENTCONCERNS.......................................................................................................................................10
DELEGATIONOFISSUES.........................................................................................................................................................10
CHAINOFCOMMUNICATIONFORAPPEALS.......................................................................................................................10
RESOURCES&ASSISTANCE..................................................................................................................................................11
ACADEMICS.........................................................................................................................................................12
DEGREEREQUIREMENTS................................................................................................................................12
DUAL-SPECIALTYSTUDENTS(NMW/FNP).............................................................................................12
COURSEDESCRIPTIONS..................................................................................................................................12
ABSENCEFROMCLASS/CLINICAL..............................................................................................................12
PERSONALEMERGENCIES.....................................................................................................................................................13
STUDENTEVALUATION..................................................................................................................................13
EXAMS.......................................................................................................................................................................................13
TestTakingSkills...............................................................................................................................................................13
SKILLCHECK-OFFS.................................................................................................................................................................13
CLINICALEVALUATIONS........................................................................................................................................................14
COMPREHENSIVEEXAMINATION.........................................................................................................................................14
2
GRADINGPOLICY...............................................................................................................................................14
SUB-STANDARDPERFORMANCE.........................................................................................................................................14
FACULTY,COURSE,&PROGRAMFEEDBACK............................................................................................15
TEACHING&LEARNINGINTHECLASSROOMSETTING........................................................................16
TIMELINESS.............................................................................................................................................................................16
STUDENTCONDUCT...............................................................................................................................................................16
INTERACTIONSWITHFACULTY............................................................................................................................................16
TEACHING&LEARNINGINTHECLINICALSETTING..............................................................................17
PREPARATIONFORCLINICAL...............................................................................................................................................17
YOURCLINICALCREDENTIALINGFOLDER:.......................................................................................................................18
Whattobringwithyouonyourfirstdayofclinical:.........................................................................................19
Signingyourname.............................................................................................................................................................19
CLINICALPLACEMENTS.........................................................................................................................................................20
VARIETYOFCLINICALSITES................................................................................................................................................20
PROFESSIONALISMINTHECLINICALSETTING.................................................................................................................20
Timeliness..............................................................................................................................................................................20
DressCode.............................................................................................................................................................................21
PersonalHygiene................................................................................................................................................................21
OfficePolitics........................................................................................................................................................................21
Dating&Sexuality.............................................................................................................................................................22
CLINICALSAFETY...................................................................................................................................................................22
OSHACOMPLIANCE................................................................................................................................................................22
ManagementofPossibleExposurestoBloodBornePathogens....................................................................23
PhysicalSafety.....................................................................................................................................................................23
EmotionalHealth...............................................................................................................................................................23
3
PersonalBelongings.........................................................................................................................................................24
Snow&ExtremeWeather..............................................................................................................................................24
NUMBERS,HOURS,&COMPETENCY...................................................................................................................................24
MEETINGCLINICALCOMPETENCYGOALS.........................................................................................................................24
LearningContract..............................................................................................................................................................24
ExtensionsofClinicalCourseTime/TravelPlans..............................................................................................25
SIGNINGUPFORCLINICALTIME..........................................................................................................................................25
CLINICALPROFESSIONALCONDUCT&REMINDERS........................................................................................................26
STUDENTGUIDELINESFORTHEVARIOUSCLINICALSETTINGS.......................................................27
THEOUTPATIENTSETTING..................................................................................................................................................27
THEINTRAPARTUM/POSTPARTUMSETTING.................................................................................................................28
BirthExperiences...............................................................................................................................................................28
PostpartumExperiences.................................................................................................................................................29
NewbornExperiences.......................................................................................................................................................29
NON-CORESKILLS..................................................................................................................................................................30
LIABILITYINSURANCE...........................................................................................................................................................30
ATTENDINGSATELLITESITESWITHYOURPRECEPTOR.................................................................................................30
UNTOWARDOUTCOMES........................................................................................................................................................31
CLINICALRECORDKEEPING.................................................................................................................................................31
THECLINICALCOURSEPORTFOLIO....................................................................................................................................33
PORTFOLIOSTRUCTUREANDFILENAMINGCONVENTIONS..........................................................................................33
DOWNLOADINGCOURSEDATAFROMMEDATRAX...........................................................................................................35
SUBMITTINGTHECOURSEPORTFOLIO..............................................................................................................................36
CORECOMPETENCIESFORBASICPRACTICE...........................................................................................37
NURSE-MIDWIFERYPROGRAMACCREDITATION..................................................................................37
4
PROFESSIONALORGANIZATIONS................................................................................................................38
NATIONALCERTIFICATION...........................................................................................................................38
TIPSFORPASSINGTHEAMCBEXAMINATION.................................................................................................................39
CNMCERTIFICATEMAINTENANCE....................................................................................................................................39
LIFELONGLEARNING.............................................................................................................................................................40
PROGRAMFACULTY.........................................................................................................................................41
COREFACULTYBIOS........................................................................................................................................41
MICHELLE R. COLLINS, PHD, CNM, FACNM............................................................................................................41
MELISSA G. DAVIS, DNP, CNM, FNP..........................................................................................................................42
SHARON L. HOLLEY, DNP, CNM, FACNM................................................................................................................42
TONIA L. MOORE-DAVIS, PHD(C), CNM, FACNM..................................................................................................43
JEREMY L. NEAL, PHD, CNM..........................................................................................................................................44
JULIA C. PHILLIPPI, PHD, CNM, FACNM....................................................................................................................44
MAVIS N. SCHORN, PHD, CNM, FACNM...................................................................................................................45
5
The Calling
…on becoming a midwife
A calling it’s called…and surely it must be,
That we have assembled, this unlikely group,
to accomplish this goal we set…
Some without even a clear understanding why,
Except that there was this need, or this ache,
or this something that pushed us onward.
Not for power, for there are many ways to wield
more power than we;
Not for fame, for if we are great at our art
we give the glory to those we serve.
Not for wealth, for the riches we receive
are not monetary.
As many of us know, now as we only begin
…it’s the calling.
The calling that causes us to leave home,
And hearth, and family and friends, and
Many denounce comfortable livelihoods,
Secure in our positions;
To experience fear, and adversity, and feelings
of inadequacy…
To be able, in the end, to fill the need, soothe
the ache, and live on purpose.
For I, myself, would rather be at a birth
than to eat or sleep.
To help a sister bring forth her child in
As loving and gentle way as I know how,
And to touch the face of God in the only way
I know how while bound to this earth.
Written by: Sherry Laminack, CNM
Welcome to nurse-midwifery! You are about to embark on a journey that may well be one
of the most challenging that you will take in your life; it will also be one of the most
rewarding. The next few semesters promise to be rigorous, even exasperating at times,
but ultimately exceedingly gratifying as you grow into the role of a nurse-midwife. Know
that you are well supported on your way by faculty who are here to encourage, mentor
and lead you. And when you have finished this journey, you will be confident in knowing
that you are well prepared to accept the privilege of serving women as their nursemidwife.
Michelle R. Collins, PhD, CNM, FACNM
Program Director, VUSN Nurse-Midwifery Program
6
Chapter
1
Introduction to the Program
T
he Nurse-Midwifery Student Guide will help you succeed in the Nurse-Midwifery Program and
Vanderbilt University School of Nursing. It also holds many answers to your questions. Icon
keys are used throughout the handbook, to help guide your focus to important points.
ICON KEY
!Valuable Information
‘Valuable information’ will be helpful to students throughout the program.
"Take Note
#Your Responsibility
‘Take Note’ indicates information that students should be familiar with.
’Your Responsibility’ denotes standards students are expected to know
and follow.
Purpose Statement
The purpose of the VUSN Nurse-Midwifery Program is to graduate nurse-midwives who:
1. are prepared for certification by the American Midwifery Certification Board (AMCB)
2. utilize scholarly knowledge
3. manage the health care of well newborns and women with antepartum, intrapartum,
postpartum, gynecological, and primary health care needs, particularly in rural and
underserved areas, and in a manner that is respectful of cultural variations and within an
interdependent health care system
4. function safely and independently, utilizing current knowledge, therapeutic use of the human
presence, and skillful communication in the nurse-midwifery practice role, while honoring
the normalcy of women’s lifecycle events.
Program Philosophy
The nurse-midwife is a professional whose advanced scientific education is built on a liberal basic
education, which serves as a basis for life-long learning. Faculty believes in the inherent worth, dignity,
and individuality of the student, with respect for cultural variations and life experience. The educational
process at VUSN results in excellence and innovation through the incorporation of VUMC’s 5 pillars of
Elevate: people, service, quality, finance and growth.
Graduates are prepared to function independently, through the therapeutic use of human presence and
skillful communication in the nurse-midwifery practice role, while honoring the normalcy of women’s
7
lifecycle events. Graduates are also prepared to work in collaboration with other health professionals.
The role of leadership in the profession is emphasized.
Evidence-based practice is stressed through a commitment to expanded knowledge through research.
Graduates complete the program with the understanding that practice knowledge is always changing,
requiring them to continue their education beyond graduation.
The Vanderbilt Nurse-Midwifery Program is committed to the idea that all people have a right to safe
and satisfying health and preventive care, which is based on critical reasoning, is family-centered, strives
for continuity, appropriate utilization of intervention, and promotes health education and selfdetermination. Cultural variations, human dignity, and ethical principles in the delivery of health services
are threads found throughout the program. Care of individual women includes ongoing and evolving
needs of diverse communities, including underserved and rural populations.
Program Objectives
1. Utilize advanced specialty knowledge and expertise to function independently and collaboratively in
the practice of nurse-midwifery.
2. Use critical thinking, creative reasoning, and scientific investigation in order to integrate current
knowledge into the health care of women, infants and their families.
3. Function as a leader within the nurse-midwifery profession to effect positive change in the health care
delivery system.
4. Participate in the creation, evaluation and dissemination of health care knowledge as it relates to the
practice of nurse-midwifery.
5. Use a systematic approach to managing care by which client needs are assessed and changes are
planned implemented and evaluated.
6. Base practice on ethical principles.
7. Consider bio-psycho-social, economic, environmental and cultural influences in the provision of care.
8. Apply technology in clinical practice as appropriate, practice evaluation for continuous quality
improvement and as a clinical resource.
Policies & Procedures
See the VUSN Student Handbook that applies to your degree program (MSN or DNP).
Statement on Reproductive Rights
“Within the framework of the World Health Organization’s definition of health as a state of
complete physical, mental and social well-being, and not merely the absence of disease or
8
infirmity, reproductive health addresses the reproductive processes, functions and system at all
stages of life. Reproductive health, therefore, implies that people are able to have a responsible,
satisfying and safe sex life and that they have the capability to reproduce and the freedom to
decide if, when and how often to do so. Implicit in this are the rights of men and women to be
informed of and to have access to safe, effective, affordable and appropriate health care services
that will enable women to go safely through pregnancy and childbirth and provide couples with
the best change of having a health infant.” -- WHO
The American College of Nurse-Midwives (ACNM) affirms the following:
-
Every woman has the right to make reproductive health choices that
meet her individual needs;
Every woman has the right to access factual, evidence based, unbiased
information about available reproductive health choices, in order to
make an informed decision;
Women with limited means should have available financial resources
to support access to services to meet their reproductive health care
needs.
In support of the international definition of reproductive health, and in deference to the position
statement of the American College of Nurse-Midwives on Reproductive Health, the nurse-midwifery
faculty endorse the fundamental empowerment of women to have control over their own fertility.
Faculty respect that students may have varying beliefs in regards to reproductive health. The expectation
fro all VUSN nurse-midwifery students is that they learn about all reproductive options and be able to
demonstrate competence with appropriate selection, counseling, implementation and follow up with
clients in the clinical setting.
Faculty Advisor
Your advisor serves as a link to the larger program and the School of Nursing. Faculty members work
together to assist you in your academic progress. If you are struggling in a course or need guidance on
the program, you may contact your advisor or the specific course coordinator. To best meet your needs,
please make an appointment with your advisor and let him/her know the reason for your visit. This will
allow them to prepare and allot enough time for the meeting.
The Interplay of Work, Life, & School
By enrolling in Vanderbilt you have chosen to make learning a top priority in your life. Vanderbilt’s
accelerated program will help you grow into an excellent beginning nurse-midwife, in a relatively short
time period. This dramatic growth requires a huge amount of focus and dedication. If you are unable to
complete the requirements of the program, including attendance at all classes and clinical time, you are
not taking full advantage of your educational experience.
We strongly advise that you not work during full-time study, or at best, if you must work, work a
drastically reduced schedule. During the intrapartum/post-partum/newborn clinical course (summer), as
9
well as for integration (2nd fall), both full and part time students, will be expected to be in the clinical
setting for at least 35 hours a week (and depending on clinical site and volume, this number could be
higher) in addition to completing coursework and preparing for your comprehensive examination.
There is not time for a job during these semesters.
During your intrapartum and integration semesters you will be expected to be on-call for long periods of
time, including nights, weekends, and holidays. You will also need to have adequate child and pet care.
We will do our best to help you plan your clinical experiences to take advantage of family and
community resources you have available, but your learning needs are our first priority.
You will be expected to travel outside the Nashville area for one or more of your clinical rotations. You
will need a reliable car during the program, especially for your intrapartum and integration experiences,
as you will be “on-call” and may be expected to arrive at your clinical site with little advance notice.
If at some point you are unable to balance your school and life demands, there are many options
available including part-time study, specialty changes, and temporary leaves of absence. Please contact
your adviser if you would like to adjust your course of study.
Student Concerns
Our goal is to provide you with an excellent midwifery education. If you are struggling in a course or
have a problem that needs resolution, please speak with us. We have resources to assist you and will
respectfully develop a plan to meet your needs.
DelegationofIssues
Listed below is who to contact when you have a problem. This allows you to speak with the appropriate
person and avoid wasted time or confusion.
Personal Issues
Please talk with your faculty advisor about resources to assist you.
Specific to an academic course
Please speak directly with the course faculty, then the course coordinator.
Specific to a clinical course
Please talk with your preceptor, then the faculty member who is tracking your clinical
progress, listed on your class roster (provided each semester).
ChainofCommunicationforAppeals
We want you to have resolution to your problem and will work to assist you. If you still don’t have
resolution to your problem or you desire an appeal, please refer to the chain of communication listed
below. Please start with the appropriate faculty to allow us the opportunity to discuss the issues with you.
Each class syllabus lists the course faculty and the course coordinator. Usually speaking directly to the
faculty responsible will resolve the issue but if not, you are welcome to appeal to higher levels. We take
your concerns seriously. The faculty and the Senior Associate Dean of Academic Affairs will work
together to address your problem.
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Individual Course Faculty
$
Course Coordinator or Advisor
$
Nurse-Midwifery Program Director
(Dr. Michelle R. Collins)
$
Senior Associate Dean of Academic Affairs
(Dr. Mavis Schorn)
$
Dean
(Dr. Linda Norman)
Resources&Assistance
Please see the Vanderbilt Bulletin, School of Nursing, for a full discussion of disability services.
Midwifery is an emotionally and physically demanding profession and therefore midwifery clinicals are
also emotionally and physically demanding. To enter midwifery clinicals you must be able to:
•
•
•
•
•
•
•
•
•
•
receive and incorporate constructive feedback on your performance
read, interpret and write on client charts with minimal errors
use your eyes and hands to perform patient assessments
maneuver your body quickly in tight spaces
hold a wet newborn securely without assistance
adjust to changes in stress level and sleep schedule with manageable, minimal effects on your
physical and mental health
arrive at your intrapartum and integration clinical sites within 30 minutes, at any time of day
keep anxiety to a functional level while in the clinical setting
conduct yourself in a professional manner including appearance and conduct
incorporate constructive feedback on your performance into the management of patients
If you have any questions about your specific needs please talk with Dr. Michelle R. Collins, NMW
Program Director, or Sarah Ramsey in Director of Student Affairs at 615-343-3334.
#
KEEP THE FOLLOWING REFERENCE MATERIALS HANDY
•
•
•
Nurse-Midwifery Student Guide
Vanderbilt University School of Nursing Handbook
School of Nursing Catalog
11
Chapter
2
Academics
S
tudents are responsible for understanding and complying with the
requirements for the academic and professional degree requirements. This chapter will assist you
with meeting these requirements.
Degree Requirements
Students will take a variety of courses to complete the MSN degree. Specific course information can be
found in your student handbook. Your course of study is designed to prepare you for practice in the dual
perspectives of advanced practice nursing and midwifery. We aim to prepare excellent clinicians for a
diverse world. If you have questions about your plan of study, talk to your faculty advisor.
Dual-Specialty Students (NMW / FNP)
Those students admitted as NMW/FNP students will complete the NMW portion of the program with
your cohort. FNP coursework will be threaded throughout your time at VUSN. Take advantage of
opportunities to attend brown bags and other educational sessions with FNP students. Once you
complete the NMW program, you are eligible to take the AMCB certification exam to become a CNM.
The clinical assignments in FNP will focus on pediatrics and chronic adult primary care conditions to
enhance your clinical knowledge. You will work closely with faculty to ensure your course of study
meets the requirements for both specialties.
What about certification in Women’s Health? If you are interested in dual certification, we strongly
encourage the Family Nurse Practitioner option so that your scope of practice is broadened. Although the
program content in Nurse-Midwifery is similar to the Women’s Health, the women’s health certification
agency requires 500 additional clinical hours specific to that specialty and would not expand your scope of
practice. If you have additional questions regarding this, please meet with the NMW program director or your
faculty advisor.
Course Descriptions
Full course descriptions and information on course availability can be found online, among resources for
current students.
Absence from Class / Clinical
If you cannot attend class, you will be responsible for asking classmates to collect class handouts, take
notes, or audiotaping for you. This is not the responsibility of the faculty.
12
If you fail to attend all scheduled clinical experiences you place yourself at risk for not providing the
instructor with sufficient data for assessing a passing performance. This will impact the professionalism
portion of your grade. In case of insufficient data, you will receive a failing grade.
PersonalEmergencies
The faculty acknowledges that true life emergencies do exist that may prevents attendance and
will work with students in these situations as they arise.
NOTE: True life emergencies do NOT include:
• Scheduling work or vacation during class or clinical times
• Non-emergent medical or dental appointments
• Being fatigued due to your own actions
• Planning “special” events that interfere with class or
clinical (Weddings, family trips, parties, etc…)
"Vacationsshould
ONLYbescheduled
duringofficialbreaks
If students have an emergency that will cause them to miss class, they are required to
notify the course faculty by email or phone.
Student Evaluation
Exams
All program examinations are modeled on the national certification examination of the American
Midwifery Certification Board (AMCB). You must pass the AMCB certifying exam, also known as
Boards, to become a Certified Nurse-Midwife. The certifying exam has a multiple choice format in
which you must choose the BEST answer from among the available choices. We have chosen to
maintain this format for most examinations in order to prepare you for the certification exam.
TestTakingSkills
Many students struggle with multiple choice format tests. Dr. Jana Lauderdale can
tutor you personally in test taking skills. You can arrange for a meeting with her
through e-mail: jana.lauderdale@vanderbilt.edu. Learning and implementing a few
techniques can help your test scores better reflect your knowledge.
SkillCheck-offs
In addition to examinations, you will be asked to complete skills check-offs prior to entering clinical.
These check-offs help ensure a foundation level of ability to safely enter the clinical setting. Preceptors
have many styles. You will learn a variety of methods to accomplish similar skills; however, the faculty
strives to present you with a consistent and accurate method of performance.
13
ClinicalEvaluations
Clinical evaluations will be collected on daily or weekly intervals, depending on the particular
clinical course requirements. NMW students must receive satisfactory performance by the final
clinical evaluation of the semester. If at any point during the semester the preceptor or faculty
feel that you are not making satisfactory progress, we will all work together to make a plan to
assist your progression. Please see Chapter 3 for more information. The faculty may require an
additional clinical experience, to help you demonstrate competency, before a final grade is
posted. The syllabus for each course provides the requirements for each clinical course and the
frequency of evaluations.
ComprehensiveExamination
All NMW students are required to take, and pass, a written comprehensive examination at the
conclusion of the program, in order to graduate. This test is cumulative and assesses higher-level
midwifery knowledge and reasoning.
You must pass the Integration clinical course (NURS 6895) before you are eligible to take the
comprehensive exam. The examination is graded on a pass/fail basis similar to the AMCB
certification exam. There will be more information given to you about the comprehensive
examination as you progress through the program. The comprehensive examination is a regional
examination prepared by the Southwestern Association of Nurse-Midwifery Educators. In the
event that a student fails the comprehensive exam, only one retake is allowed.
Grading Policy
!Studentsshould
Students are encouraged to review the VUSN Student Handbook for a
complete listing of VUSN Academic Polities, including the grading system
and list of current grade policies.
reviewthe“Cgrade
policy”intheVUSN
StudentHandbook.
Sub-StandardPerformance
In order to proceed through the NMW program, you must achieve at least a “B” in clinical
courses and a “C” in didactic courses. Students are only allowed one “C” for a final course grade
in each level of the program (pre-specialty and specialty levels). If you receive a 2nd “C” as a
final course grade, you will be required to retake that course, which will delay your progression in
the program.
If at mid-term you are not making adequate progress in a course, you must talk with the course
coordinator and/or your advisor. Faculty will help formulate a plan of action and suggest
resources to help you. Our meetings and plans are designed to clarify expectations and outline a
clear course of action for you. Please do not hesitate to contact us if you feel in danger of failing
a course. We want to help you succeed knowing that you are earning your grades on your own
merits.
A failing grade, as outlined in the individual course syllabus, requires you to retake the course.
14
Faculty, Course, & Program Feedback
At the end of each course, students are invited to evaluate the faculty and the course via a confidential
online evaluation. Each evaluation is a series of standard questions with
space for written comments at the end. We value your feedback on
courses and use it to continually improve the classes and offerings. We
need to know what enhanced your learning and what activities and
Your feedback is
lectures did not work for you. The evaluations are confidential, but the
valued & helps improve
faculty desires input for all students.
the NMW program!
!
As you are preparing to finish the nurse-midwifery program we will ask
you to evaluate the midwifery curriculum as a whole. We occasionally
contact graduates to survey them on the effectiveness of the program in preparing them for clinical
practice. Your feedback will help shape the future of Vanderbilt midwifery education. We value your
comments, suggestions, and praise.
15
Chapter
Teaching & Learning in the Classroom Setting
F
3
aculty strive to provide NMW students with a robust, creative, and unique classroom experience.
A variety of teaching modalities and course designs are used to facilitate student learning.
Information on individual course format is provided in the course syllabi at the beginning of each
semester.
Timeliness
Students are expected to arrive to class on time. Class schedules are provided in the course
syllabus. Didactic courses begin 10 minutes after the top of the hour. Lab courses & Clinical
courses begin promptly at the top of the hour. In courses where there is a participation
component of the student grade, faculty may deduct a portion of the student’s course grade for
late arrivals and/or early departures.
StudentConduct
Students should come to class prepared to interact and engage with the planned learning
activities. Respect and professionalism in all interactions with fellow classmates, faculty, and
guest speakers is expected. Use of smartphones, laptops, and tablets are encouraged for learning
purposes. Personal phone calls, text messaging or photography are strictly prohibited, except in
the case of a life emergency.
Obsene or vulgar language is never acceptable.
InteractionswithFaculty
Students should address all VUSN faculty members by their professional and/or academic title.
For faculty members with doctoral degrees, it is appropriate to use the title of “doctor” or
“professor”. When in doubt or unsure of the faculty member’s highest degree earned, the title of
“professor” is appropriate and acceptable for any VUSN faculty member.
NMW faculty contact information is provided in each course syllabus, along with standing office
hours. In the event of an after-hours emergency, students should send an email using their
Vanderbilt email account or leave a voice message for faculty by phone.
16
Teaching & Learning in the Clinical Setting
Faculty members determine student clinical sites based on many factors. You will be asked for input as far as
geographic areas in which you may have family or friends to stay with, as well as anything else you would like
for us to keep in mind. We will take all your requests into consideration, but our greatest concern is helping
you to become a competent midwife and meeting the course and program requirements for all students.
We want to place you in a site where you will feel comfortable learning and where you will encounter the
clinical experiences you need for progression. Our goal is to have a good match between you and the
preceptor/site. Our clinical sites are diverse and wide ranging. We understand that travel to distant sites is a
hardship, and we aim to rotate students from distant to near sites to share the burden among the cohort.
Clinical sites for the first Spring semester are typically in the Southeast, within a 3 to 4 hour drive from
Nashville. Distant clinical sites often have unique opportunities that make them worth the drive. Your
courses will be clustered to allow you to travel to these sites for several days at a time. We make an
effort to place you close to family and friends for housing if possible, and students often find a place to
stay with preceptors and office staff. You must have a working car and be able to drive throughout the
program.
Clinical sites for the Summer and second Fall semesters may be located throughout the United States.
For multiple reasons, we do not place students in international settings. We are open to forming a new
clinical site; however, there are advantages to attending a well-known site with preceptors experienced
with Vanderbilt students. If you have a potential site in mind where you have a personal contact, please
let us make the first contact with the site and preceptor. DO NOT
contact the potential preceptor yourself. There are advantages and
disadvantages to all sites and locations, and we will work with you as an
Students should
individual to meet your learning needs and maximize your clinical
experience.
never contact a
!
potential preceptor
Occasionally students will request to participate in a clinical opportunity
without faculty
approval.
outside of the course requirements. This sometimes has included
international settings. These special situations are evaluated on a case-bycase basis, and the disruption in your normal course requirements may
result in other modifications in your schedule such as completing courses during semester breaks.
Student considering clinical experiencing outside of formal VUSN course work should consult with their
faculty advisor and the NMW Program Director before making such arrangements.
PreparationforClinical
To attend clinicals you must have fulfilled requirements for registration, and the following
documentation must be on file with VUSN Clinical Placement Office or within your online
clinical tracker:
•
•
•
•
•
attendance at the annual HIPAA & OSHA training program at the School of Nursing;
proof of adequate hospitalization insurance;
active Tennessee RN licensure,
current CPR certification for both adult and child,
required immunizations as listed in the Medical Center Catalog;
17
•
•
•
criminal background check as required by clinical placement.
drug testing if required by your clinical site
Prior to your intrapartum clinical rotation:
- Neonatal Resuscitation Provider status and fetal monitoring education is necessary.
(These items will be provided during the NMW program.)
Students with clinical sites outside of Tennessee may be required to secure a nursing license in
the state of your clinical rotation. This requirement may be associated with additional state
licensing fees, which are the responsibility of the student. Questions about requirements for
specific clinical sites should be directed to the clinical course coordinator and/or clinical
placement.
STUDENTS ARE RESPONSIBLE FOR OBTAINING ADDITIONAL
STATE NURSING LICENSES FOR CLINICAL ROTATIONS
OUTSIDE OF TENNESSEE
#
•
Work with the Clinical Placement Office to determine if the state is
part of the Nursing Compact Act (separate licensure may not be needed)
•
Begin the application process as soon as you receive your clinical site
assignment (in some states it can take up to 12 weeks to get a license)
•
Keep copies of all forms and paperwork submitted, and note the date
submitted
•
Plan ahead to ensure that you are able to meet all requirements in a
timely manner (many states require fingerprints or independent background
checks)
•
Follow-up with the Board of Nursing to get an estimated timeline for
receiving your state nursing license and keep your clinical course
coordinator apprised of the anticipated timeline
YourClinicalCredentialingFolder:
Throughout the program you may be asked to provide a copy of various documents before
proceeding to a clinical site. Many of these documents will be uploaded into your online clinical
tracker but may also be needed in other forms throughout the program. You will also need this
information again when you are employed as a nurse-midwife. To make things easier, create a
credentialing folder that contains several copies of each of the following:
•
•
•
•
•
•
Your RN license
Your current CPR certification card
Any other certifications you have (e.g. NRP, PALS, Electronic Fetal Monitoring)
Immunization record
Driver’s license for photo identification
A brief, personal biosketch with photo to place in the waiting room of the clinic site
18
On the binder put the dates that your RN license and CPR expire so that you do not forget
(consider setting an electronic reminder for a month ahead). When you get new information
please upload a new copy into the online clinical tracker and be sure to store all of your original
documents in a safe location.
Whattobringwithyouonyourfirstdayofclinical:
•
•
•
•
•
•
•
•
•
Name, address, and phone number of clinical site
Directions or navigation mobile application
Vanderbilt name badge
Lab Coat
Stethoscope
Pen
Gestational age wheel or smartphone application
Pocket references and 1-2 reference books or mobile applications
A watch with a second hand (required for monitoring fetal heart tones)
Signingyourname
Preceptors will vary on how much they allow you to chart within the official client
record, due to legal and billing regulations specific to the site. Even if your preceptor
cannot allow you to chart the entire visit, you should chart the visit on an extra sheet of
paper or a duplicate note and have her/him critique your note. At the end of each note,
you sign your name with the initials RN, SNM behind your name.
Once you pass the NCLEX exam, you are a Registered Nurse, own the title! SNM
stands for Student Nurse-Midwife and is an approved designation for your midwifery
clinical sites. During the primary care clinical rotation (NURS 6545), if you are a dualspecialty student you may also use SNP for Student Nurse-Practitioner. You do NOT
need to include VUSN.
You should include RN, SNM (or SNP for student nurse-practitioner) each time you
sign an official document including charts and clinical evaluations. Make sure your
preceptor signs after you in the medical record. If your signature is not easily legible,
print your name and title, along with your signature, in a clinic-designated location
within the chart for future reference.
19
ClinicalPlacements
At several points in the program we will ask you for your input regarding clinical placements.
We understand that clinical placements can have a huge impact on your life. We strive to create
a good match between you, the preceptor and the site. Our goal is to provide you with clinical
opportunities that help you become an excellent entry-level practitioner.
We hope to provide you with a diversity of clinical experiences to create a balance in your skills.
You will be rotated through a variety of clinical sites to expose you to a diverse set of patients,
preceptors, and skill sets. Many of our sites involve travel; student travel is an expectation for
attendance in this program. It may be necessary to travel for two of the three clinical semesters.
We will do our best to work with you in selecting sites that may be close to relatives or other
housing resources. As stated earlier, some of our sites have housing available for students.
VarietyofClinicalSites
We aim to provide you with a diversity of clinical sites so that you can experience a wide range
of experiences and see how multiple practices approach midwifery. Our goal is to make each
student a well-rounded midwife. We place you with preceptors whom we feel will enhance your
learning and encourage your growth. We respect that you bring a unique perspective to
midwifery and we want to enhance and augment your strengths. We do not have a rigid
structure of required experiences as our focus is on your competency. Some students will need
more or less time than others in a clinical setting to be and feel complete. We want to make
diverse midwives to serve our world – not “cookie cutter” midwives. Our approach to
education is intensely personal, looking at your goals and needs. This means that your
experience will not be the same as your classmates. For some students this causes anxiety. We
track the progress of each student individually with the goal of competency by graduation.
Students rotate between high and low volume sites so it is not uncommon for one student to
have greater numbers of clinical experiences than another. Your educational path is unique.
Please share your experiences but do not compare your educational path to others.
ProfessionalismintheClinicalSetting
Timeliness
Plan to arrive 30 minutes ahead of schedule on your first clinical day, to allow for traffic
and a few wrong turns. Be sure and know what time zone your site is in – most sites
east of Nashville are on Eastern Time (ET), one hour ahead of Nashville. Also be
cognizant of standard versus daylight savings time – almost all sites in the Southeast
observe Daylight Savings Time from mid-Spring to early-Fall.
On most clinical days, plan to arrive 15-30 minutes early to have time to review charts
before patients arrive. If you cannot attend a clinical day or must be late, please call and
let your preceptor know, as soon as possible. Preceptors often have made arrangements
for students and may need to alter the office schedule if you cannot attend. If a student
is unable to attend clinical for the day, he/she should speak directly to the preceptor,
20
rather than leaving a voice message. If you must leave a message, please continue to call
back until you reach the preceptor personally. Your timeliness is a component of your
professionalism and will be reflected in your daily evaluations and also in your
preceptor’s recommendation for you in the future.
DressCode
The dress code serves to make your preceptor and your clients comfortable, so you can
blend into the practice. There are many great second-hand shops within Nashville, if
cost is an issue. You should always arrive in professional clothing, even if you anticipate
changing into scrubs after your arrival.
•
•
•
•
•
•
•
•
•
•
Make sure your VUSN identification badge is always visible on your upper body
Wear closed-toe shoes that are impervious to liquids
Hair up and pulled back so it cannot touch patients
A lab coat that is clean and wrinkle-free
Fingernails clipped to a short length, and only clear or nude nail polish
No jeans, shorts, mini-skirts or capri pants
Remove all visible piercing jewelry (i.e. nose, eyebrow, lip, etc) other than one
modest earring in each ear. Ear gauges must be removed and plugs placed in the
hole
Any visible tattoos must be covered
No revealing clothing; i.e. bare midriff or back, spaghetti straps, visible cleavage
You must wear appropriate protective equipment if there is a risk of fluid
exposure
PersonalHygiene
Clinic rooms are small and pregnant women have extra-sensitive sense of smell. Please
refrain from wearing perfumes or strong scents. Long hours and stressful experiences
can lead to unexpected body odors; pack and prepare accordingly.
OfficePolitics
Be sensitive to the office politics where you are placed. You may hear privileged
information from your preceptors or staff and this information should be treated
cautiously. Very few offices are free from inter-office drama; take what good knowledge
and lessons you can find and let the rest go.
You may encounter people in your site who have different life views than your own.
While we attempt to place you in a setting you will feel comfortable, there are always
surprises. Please deal with any differences of religion, lifestyle, or practice with
discretion and tact.
21
!
Our preceptors mentor student out of kindness and a
desire to further midwifery. They receive no financial
compensation for assisting you in your journey to midwifery.
PLEASE BE THANKFUL FOR THEIR SACRIFICE OF TIME AND ENERGY!
Dating&Sexuality
While in the clinical setting you will have the opportunity to meet and spend time with
people who share many of your interests. It has occurred in the past that professional
student/preceptor relationships progressed to a personal and even sexual level. Dating
and sexual relationships during a clinical rotation alter the clinical and learning
environment and are not professional behaviors. If personal feelings arise, please wait to
begin the relationship until after your rotation has ended.
If you are approached in a manner that makes you feel uncomfortable, please discuss
this with your course faculty. Your safety is very important to us.
ClinicalSafety
OSHACompliance
Students MUST adhere to all OSHA requirements throughout their clinical experiences.
The student must use appropriate contact precautions with each patient encounter, even
if the site or preceptor does not follow OSHA guidelines. This includes:
•
•
•
•
•
Closed-toe shoes in all clinical settings
Use of gloves for all contact with bodily fluids
Use of eye protection in the labor and birth setting
Use of protective garments as needed in the labor and birth setting, this should
include gloves, a protective gown, and a face mask
Careful needle awareness. Always use a needle holder while suturing. Be aware of
the location and trajectory of all needles.
These standards are for the protection of BOTH the client & the student.
#
OSHA compliance is the responsibility of the student. Failure to comply
will result in consequences ranging from a failing grade for the day to
removal from the clinical site.
22
ManagementofPossibleExposurestoBloodBornePathogens
Students MUST report any incident considered to place them at risk (needle-stick,
puncture or cut with exposure to potentially contaminated source, splash injury to eyes
or mucous membranes, secretions contact with non-intact skin) to individual course
faculty. To minimize the risk of acquiring an infection due to occupational exposure and
in keeping with CDC recommendations for post-exposure prophylaxis (PEP) the
student should take the following steps immediately:
•
•
•
•
•
Wash the affected area with soap and water for several minutes
Notify the clinical instructor or preceptor, you may be asked to complete the
birth or repair as you would as a CNM.
Report to a health care provider within 2 hours of the incident for evaluation.
It is important to tell the health care provider that exposure has occurred.
Follow the post evaluation recommendations of the health care provider.
Labs may be drawn on the patient with consent
!
NOTIFY YOUR CLINICAL COURSE FACULTY if you
experience a possible exposure to blood or bodily fluids.
She/he
will talk with you to make sure you have completed
everything
needed for your safety and can refer you to
additional resources.
PhysicalSafety
Physical safety should be paramount in your mind. It is ideal to carry a cell phone while
traveling and to be aware of your physical surroundings at all times. Some clinical sites
are in crime-prone neighborhoods, and you also might be going in and out of the
building at night or during low-traffic times. Speak with your preceptor about local
safety measures that may be needed. Use universal precautions (including protective
clothing) for all potential bodily fluid exposures, even if your preceptor does not.
EmotionalHealth
Your emotional heath may need extra nurturing through the stresses of school. Some
students find that latent anxiety or psychological issues resurface under the stress and
sleep changes of clinical experiences. Please get help as soon as possible. Vanderbilt has
an excellent student counseling center and resources to assist you. Your individual
course faculty and your advisor can recommend additional resources if needed.
23
PersonalBelongings
Safeguard your belongings while in clinical sites. Laptops locks can be purchased to
anchor your computer or find a secure place to keep your purse and laptop while in
clinic. Please lock your car and room even when in seemingly safe surroundings. Also
make sure your residence is secure during your absence.
Snow&ExtremeWeather
Many clinical sites involve travel, often at night. Please use your judgment in inclement
weather. Your first priority should be your safety. There are many weather websites to
consult prior to leaving or call your preceptor for a quick check on local conditions.
If an area is evacuated for a natural disaster or emergency, please do what is best for
your safety. Notify your individual course faculty of your location and plan once you are
safe.
Numbers,Hours,&Competency
The Accreditation Commission for Midwifery Education suggests a minimum number of clinical
experiences programs should have available for students. Also, each clinical course has a
number of clinical hours clinical competencies expected. These are guidelines to help you plan
your clinical experiences.
!
The goal of the nurse-midwifery program is to help you
become a competent, entry-level practitioner, not just to
accrue hours or log a certain number of experiences.
YOUR GOAL IS COMPETENCY – NOT NUMBERS!!
For most students it is valuable to keep track of clinical hours and all students are required to log
all clinical experiences. However, to pass a clinical course you must have mastered the course
objectives as measured by your clinical performance. Your preceptor and your faculty are closely
monitoring your progress to aid you in your progression. Evaluations help to identify goals and
needs so you can target your learning.
MeetingClinicalCompetencyGoals
LearningContract
The goal of the preceptor and the faculty is to produce a competent entry-level
practitioner. We are committed to assisting your growth. Evaluations are used to gauge
your progression through the course objectives. In some cases it is clear that a student is
not progressing at the needed rate. When this happens, a learning contract is developed.
The learning contract serves to bring the faculty, student, and preceptor together to
24
discuss the student progress and develop a plan to assist him/her in focusing clinical
efforts. The learning contract is a chance to discuss clinical expectations and goals; it is
not punitive and will not affect the final clinical grade. This frank discussion of
expectations helps the student better plan her clinical experience to meet the course
objectives.
ExtensionsofClinicalCourseTime/TravelPlans
The successful completion of all nurse-midwifery clinical courses is based on
demonstrated competency rather than the completion of a requisite number of clock
hours. Students should be aware that clinical course end dates might need to be
adjusted, beyond those dates printed in the
course syllabus, if a student experiences
difficulty meeting course competencies.
Travelplansto/from
Reasons for clinical course extensions can arise
clinicalsites,ORforvacations
for any number of reasons, and may be out of
the student’s control (e.g. unanticipated low
duringofficialbreaksshould
clinical volumes, personal illness, preceptor
beflexible.Avoidnonresignation).
refundableairfareorvacation,
"
incaseyouneedtoextend
At the discretion of the student’s tracking
yourclinicaltime.
faculty, extra time may be required to
complete the clinical competencies for a
course. Therefore, travel plans on the part of
the student are subject to change. We strongly advise students to make flexible travel
plans for both the end of the semester and any vacations scheduled during semester
breaks. Avoid booking non-refundable reservations for trips, as these may need to be
cancelled at the last minute.
SigningupforClinicalTime
At some clinical sites, you will have a great deal of input into your schedule, while at other
clinical sites, it will be necessary for the site to compose your schedule independently.
•
Schedule your clinical days in advance and document your schedule in the Medatrax
calendar template.
•
Occasionally the clinical preceptor’s schedule may change due to illness, accidents, and
other unforeseen circumstances. Be flexible and understanding. If your preceptor is
unavailable, DO NOT see clients without your preceptor!! Instead, go home and plan
to reschedule your clinical time. In some cases, it may be possible for your to work
with an alternate preceptor, but this should be discussed with your clinical course
faculty first.
•
Be realistic about your capabilities. Make sure you are well rested before class and
clinical. Observe all protected timeframes in courses where there are guidelines on
when students must not be in clinical. For example, do not schedule yourself for a 24-
25
hour call shift before a class day. Negotiating with your preceptor and site will be a
necessary skill. Class has important information that will not be repeated, so make the
most of your student experience.
•
Try to spread out your clinical days during the semester and leave ‘reading days’ to
allow time to complete academic assignments.
•
Avoid placing most of your clinical days at the end of the semester. You will have
many assignments due and it will leave little time for make-up in case of illness.
Ideally, your clinical days are evenly spaced throughout the semester, leaving a few
extra days at the end, in case of emergency.
•
You have chosen school as your priority. Do not expect to work your clinical and call
shifts around your employment schedule. If you must remain employed, consider
part-time study options. During the integration clinical course (NURS 6895) , you will
need to consider loans or scholarships.
•
If you sign-up for a particular clinical shift, plan to keep that commitment unless there
are extenuating circumstances. Even if you have meet course competencies, stick to
your commitment. Reliability is a professional trait that speaks volumes!
ClinicalProfessionalConduct&Reminders
The following are expectations and professional standards for behavior that NMW students are
head accountable for:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Respect other's space and quiet time (i.e., no talking on cell phones while in clinical areas)
Maintain a professional appearance and demeanor when in the clinical setting
Accountability for preparation
Constructive verbal and non-verbal behavior
Caring for others in an empathetic manner
Honest, open, appropriately-assertive communication
Confidentiality of all patient information (e.g. use initials or pseudonyms when discussing cases)
Teamwork and helping behavior with colleagues
Honesty and integrity
Personal and professional ethics
Respect all individuals' differences (i.e., culture, ethnicity, religion, work experience, gender, age,
sexual orientation, etc.)
Respect for client, student, and preceptor privacy and confidentiality
Ask lots of questions – you are here to learn but occasionally preceptors may not be
practicing by current guidelines. Current literature that is the basis for testing and your
future practice, so make sure you understand the differences between what you are
seeing and what is best evidence!
Use alternate resources to find answers to clinical questions (i.e. online books, other
references). Sources may offer varying information.
Keep in mind that nurse-midwives are not clones and may have different ways to
teach the same thing clinically. Open and professional communication will help both
student and preceptors know when the teaching style is working and when it isn’t.
26
#
ALWAYS…
•
•
•
Wear your name tag
Wash your hands
Take precautions against blood & body fluid exposures
Student Guidelines for the Various Clinical Settings
TheOutpatientSetting
1.
Arrive professionally dressed 15-30 minutes before scheduled start time & begin
reviewing the list of appointments for the day.
2.
Review charts as available and ask questions of the preceptor, as needed.
3.
Communicate your specific goals for that day’s experience with the preceptor
4.
Come to an agreement with the preceptor about an approach/plan for the day,
including the acceptable degree of management responsibility and/or amount of direct
supervision needed
5.
Evaluate the client history and conducting the physical examination with direct
supervision from your preceptor (i.e. preceptor in the examination room) unless otherwise
directed.
6.
Have the preceptor validate physical exam findings, as needed.
7.
Give a full case report to your preceptor privately, as needed
8.
Work with the preceptor to devise & revise a clinical management plan
9.
Discuss & implement the plan with the client
10.
Document all encounters in the health record or separately for preceptor review. The
requirements for documentation as a student will be different according to the practice site.
11.
Ask the preceptor to review and co-sign all student documentation
12.
Complete the electronic Medatrax evaluation form as required by the clinical course
syllabus (daily/weekly)
13.
Ensure that clients never leave the facility until the preceptor has seen them and has
been informed regarding the client status and a plan of care has been approved
27
TheIntrapartum/PostpartumSetting
1.
Items 2 – 15 from above apply, with the following modifications:
a. Your preceptor must be present with you when plan of care is implemented.
b. Specific priorities are clarified early (e.g., need for quick assessment and plan
due to rapidity of labor).
c. You provide report of progress and management plan to preceptor at
appropriate “clinical milestones” (e.g., need for vaginal examination to monitor
progress).
d. Your preceptor initiates all consultations with physician back-ups, unless
specifically modified by faculty or unless jointly planned otherwise.
2.
Additional guidelines include:
a. The preceptor should be available and on-site when you are learning the labor
management role of a nurse-midwife. Be sensitive to the preceptor’s need to
repeat your assessments until she/he is comfortable with your skill level.
b. The preceptor is to be notified prior to any hands-on care of clients. Skills such an
AROM, or internal monitor placement require close communication with your
preceptor and she/he needs to observe and assist you.
c. All student documentation must be co-signed by the preceptor. Chart
entries/progress notes are to be completed promptly & in accordance with the
site’s clinical practice guidelines. Requirements for student documentation that
vary from the aforementioned standards should be discussed with clinical
course faculty.
BirthExperiences
1.
The preceptor should be present for all births. Discuss with her/him what
you should do if a birth occurs unexpectedly and she/he is not present.
2.
All documentation completed by the student must be co-signed or attested by
your preceptor.
3.
In the event of birth complications requiring physician involvement, the
student should assume an assistant role or other role specifically delegated to
them. Students should never perform a skill for which they have not been
trained, but should remain involved in the care of the client to the fullest
possible extent if possible (e.g. you may assist with the birth of the baby’s body after the
physician delivers the head by vacuum extraction. In addition, you may perform the placenta
delivery and/or perineal repair after the physician completes the birth).
28
4.
You may observe C-sections for clients where you have participated in the
labor management and you can assess the newborn after birth.
5.
Students must wear full OSHA-approved personal protective equipment
including gloves, gown, eye protection, and mask even if your preceptor does
not. This is for your safety – learning is messy work!
"FailuretofollowOSHA
guidelinesisgroundsfor
dismissalfromtheclinicalsite.
PostpartumExperiences
1.
Discharge rounds are wonderful opportunities for patient teaching and
physical assessment; Students should participate fully in these experiences,
based on clinical course learning objectives.
2.
During initial postpartum experiences, you will make rounds with the
preceptor present (at the bedside).
3.
Documentation completed by students must be co-signed or attested by the
preceptor. Students should always give a full case report to your preceptor and
ensure that the preceptor sees the client before she leaves the facility.
NewbornExperiences
1.
Students will perform newborn assessments on all babies whose birth you
attend. A nurse-midwife or other qualified healthcare provider can assist you
with the newborn assessment as necessary.
2.
If your preceptor charts on the baby, you may chart as well. The preceptor
must co-signs the student note. If your preceptor does not manage the care of
the neonate, you may perform the assessment but should not chart on the
infant.
3.
If you are in a birth center, you may go on home visits with the nurse-midwife
or nurse. During these home visits you can perform postpartum and newborn
assessments in the student role. (Students performing home visits will maintain a
nurse-level role during this type of visit until integration.) The practitioner supervising
you should sign your note.
29
Non-CoreSkills
1. Ultrasound training is not included in the basic midwifery program. Do not perform an
ultrasound, even with the assistance of your preceptor.
2. Vacuum Extraction – If a physician or nurse-midwife performs a vacuum extraction you
may complete the birth and repair after she/he has delivered the head and removed the
vacuum cup. You may not assist with the vacuum application or pull.
3. Surgical First Assist is not a core competency any involves the broadening of existing
skills. During the intrapartum rotation there is much to master; first assist is not to be
your focus but you can participate if there are no other experiences.
During integration you may scrub in if your preceptor acts as the first assist and closely
observe/begin to learn the first assist role. Your preceptor should be the first assist of
record and if she/he must break scrub for any reason, you also must break scrub. If you
have any questions please contact your individual course faculty prior to scrubbing in.
4. Circumcision training is not included in the basic midwifery program. Do not perform a
circumcision, even with the assistance of your preceptor.
5. Colposcopy training is not included in the basic midwifery program. Do not perform a
colposcopy, even with the assistance of your preceptor.
6. Repair of 3rd and 4th degree lacerations is not included in the basic midwifery program.
Do not perform 3rd or 4th degree laceration repairs, even with the assistance of your
preceptor.
LiabilityInsurance
As a Vanderbilt student, you are covered under Vanderbilt’s malpractice insurance as long
as you are within your clinical site and functioning as outlined in your program and course
objectives.
You may not take extra clinical time over break to get additional experiences unless you are
still completing a clinical course. Do not go to a clinical site to see patients without being
enrolled in a clinical course. If you need additional experiences in order to meet clinical
objectives, you and your faculty, and preceptor will discuss supplementary clinical time.
If you are working or volunteering outside of your clinical assignment, you CANNOT
represent yourself as performing such clinical or volunteer work as a VUSN NMW student.
AttendingSatelliteSiteswithyourPreceptor
Some preceptors work at different offices or deliver at multiple sites. You may only enter sites if
we have a contract in place with that organization. Please call your clinical course faculty to
check if a contract is in place BEFORE you enter a site. You may NOT follow your preceptor,
30
even for observation, unless we have a contract in place. Failure to follow this guideline will
result in consequences that may affect your clinical progression. We are open to getting a
contract with satellite clinics or additional hospitals if it would improve your clinical experience.
Please notify your clinical faculty of this need.
Sometimes it is hard to understand what is a different clinical location. Here are some examples:
1. Sally is in her outpatient clinical experience, N331.
Her preceptor is called away from the office to
discharge a patient at the hospital across the street.
– Sally is NOT allowed to go with her unless there is
a contract in place with the hospital.
2. Jane is in her intrapartum rotation at a free-standing
birth center when the client is transferred to the
hospital for failure to progress. The CNM preceptor
accompanies the woman to the hospital. Jane can
NOT go to the hospital to observe unless there is a
contract in place with the hospital.
"Checkwithyour
clinicalcoursefaculty
beforeattendingANY
clinicallocationotherthan
theprimarysitetowhich
youareassigned.
3. DW is in her integration semester and is feeling weak on estimated fetal weight. Her
preceptor sees clients in the office 2 days a week and goes to the local health department
1 day a week. Her preceptor suggests she can increase her clinical expertise if she
attends the health department clinic. DW may only enter the health department if
Vanderbilt as an agreement with that facility.
UntowardOutcomes
Please notify your clinical course faculty if there is an untoward outcome associated with any
patient you have cared for. Your faculty will help you process the experience and refer you to
additional resources, such as Vanderbilt’s Risk Management Department, if indicated.
If you are unsure if an occurrence qualifies as an untoward outcome, treat it as if it is one and
notify the faculty tracking your clinical progress. Your call serves to help you process the
experience and give you needed resources – doing so is not punitive in any way.
ClinicalRecordKeeping
1. Purpose
You will track numbers of clinical experiences and clinical hours as you progress through
the program. This serves as:
-
Assessment of the number of experiences available at each clinical site.
A final record of all experiences for application for certification.
Verification of experiences for future employer.
Documentation for the provision of learning opportunities for program
accreditation.
31
"Studentsarerequiredto
documentallclinicalexperienceswhile
intheNMWProgram.
2. Evaluations
a. Mid-term and Final evaluations are the summative evaluations. Only the final
evaluation score is included in your grade for the course.
b. Electronic Submissions – All evaluations for clinical courses are performed within
the Medatrax system. An orientation to Medatrax will be provided prior to your first
clinical course and will include how to fill out the evaluation. You should selfevaluate prior to asking for your preceptors feedback.
c. The Clinical Log – All experiences should be logged into the Medatrax clinical log.
Your log must be updated at least once a week.
"Clinicalevaluationsare
student-initiated!
3. Your Responsibilities for Evaluation
a. Fill in your ratings, comments, goals, and experiences prior to your preceptor.
b. Discuss the evaluation and the experience with the preceptor, identifying own
strengths and areas for improvement, and remain open to constructive feedback.
c. Give the preceptor and/or individual course faculty feedback as to your learning style
and learning needs.
d. You will need to turn in an electronic course portfolio at the end of each semester.
e. At the end of each semester you will be asked to evaluate each course. We use the
course evaluations to adjust the class to meet student needs. We need to know what
did not enhance your learning AND what worked within the course. The feedback is
confidential and helps ensure that our program incorporates student suggestions.
"Faculty&Course
evaluationshelpusbetter
meetstudentneeds.
32
TheClinicalCoursePortfolio
Each semester you will be required to turn in a course portfolio as a summary of your progress
for that semester. This will verify your completion of the clinical component of the course to
both the School of Nursing and our larger accrediting organization, the Accreditation
Commission for Midwifery Education (ACME). Information about how to extract your clinical
statistics, time log, and evaluations will be provided in your clinical courses as Medatrax
performs frequent updates.
Refer to the guidelines provided below when constructing your course portfolio each semester.
Each document and folder contained within your portfolio is to be labeled uniformly as follows:
Your portfolio will usually contain 4 folders, all housed within a larger parent folder.
Parent folder: (Labeled with: CourseYearYourName)
o
This folder will contain the following 4 subfolders.
1. Course Statistics: (Labeled with: CourseYearCourseStatsYourName)
o This folder should contain your final cumulative course statistics as an Excel
spreadsheet
2. Course Time log: (Labeled with: CourseYearCourseTimeLogYourName)
o This folder should contain a PDF copy of your Medatrax time log.
3. Daily Evaluations: (Labeled with: CourseYearDailyEvaluationsYourName)
o This folder should contain Word document copies of all evaluations that are
NOT categorized as either midterm or final evaluations.
4. Midterm/Final Evaluations: (Labeled with:
CourseYearMidtermAndFinalEvaluationsYourName)
o This folder should contain Word document copies of the midterm and final
evaluations.
"Thefollowinginstructionsmayseemlikethey
haveexcessivedetailsaboutlabeling.However,
thisensuresthatyourdocumentsareeasytofind,
read,andsave.
PortfolioStructureandFileNamingConventions
Below are specific examples of the folder naming conventions and structure for each major
NMW clinical course.
33
1st Fall semester
NURS6805
Spring semester
NURS6815
Summer semester
NURS6835
2nd Fall semester
NURS6895
34
DownloadingCourseDatafromMedatrax
You will download reports and evaluations from Medatrax in order to place them in the
above folders. Follow the instructions below to download these documents:
1. Course Statistics:
• Open Medatrax, select Reports
• Select Data Totals
• Select course or date range for the current course you are completing. Be sure to
check “All Categories” in order to capture all your stats; And check the small box
on the bottom “Show Data Only”
• Click “Download to Spreadsheet,” then save as
[CourseYearCourseStatsYourName].
For example, NURS68152016CourseStatsJaneSmith
• Place this spreadsheet in a folder labeled as described above
• **Itisimportanttohaveaccurateandcompletestatistics-asalways,thehonorcode
applies
2. Course Time Log:
• Open Medatrax, select Reports
• Select Timesheet History
• Select Summary
• Select all appropriate options from drop-down menu, and click Submit
• Click Print Report (but do not physically print it)
• Save as a PDF document and label as [CourseYearCourseTimeLogYourName].
For example, NURS68152016CourseTimeLogJaneSmith
• Place the PDF document in a folder labeled as described above
• **Thereisnoneedtohavepreceptoractuallysignthisform-asalwayshonorcode
applies
3. Daily Evaluations:
• Open Medatrax, Select Evaluations, and view all of your evaluations
• Select a daily evaluation to open; Copy and Paste the evaluation into a Word
document
• Repeat for each daily evaluation
• Label each document: [CourseYearEvaluationMonthDayYourName].
For example, NURS68152016EvaluationJune15JaneSmith
• Place all daily evals in one folder labeled as described above
• **Besurethatthereisadailyevaluationforeachdatelistedinyourtimelog,unless
yourindividualfacultymemberexcusedyoufromaparticulardailyevaluation(e.g.
newbornnurseryorlactationconsultantlearningexperiences)
4. Midterm/Final Evaluations:
• Open Medatrax, Select Evaluations, and view all of your evaluations
35
• Select the midterm/final evaluation to open; Copy and Paste the evaluation into a
Word document
• Repeat for each midterm/final evaluation
• Label each document accordingly: [CourseYearMidtermEvaluationYourName] or
[CourseYearFinalEvaluationYourName].
For example, NURS68152016MidtermEvaluationJaneSmith or
NURS68152016FinalEvaluationJaneSmith
• Place all midterm and final evaluations in one folder labeled as described above
SubmittingtheCoursePortfolio
Place all of the course portfolio items listed above into one parent folder labeled
[CourseYearYourName]. For example, NURS68152016JaneSmith. Due to the large file size of this
parent folder, it must be saved as a compressed file for uploading/sending.
•
•
•
Once the parent folder is ready - right click on it. There should be a "Send to" option
Select “send to compressed (zipped) file”
A zipped folder will appear with the name CourseYearYourName.zip. Send/upload this
file as directed by your individual course faculty. You may be asked to email the
portfolio for review or upload directly to Blackboard.
FOR THE FINAL PROGRAM PORTFOLIO
(at the end of NURS 6895)
•
!
Please complete an additional report to gather your cumulative stats from
the entire NMW program:
- Open Medatrax, select Reports
- Select Data Totals
- Select All Courses (or date range for entire specialty program). Be sure to
check “All Categories” & the “Show Data Only” box
- Click “Download to Spreadsheet”
- Save as and Excel spreadsheet with the filename
[NMWyearCumulativeStatsYourName].
For example, NMW2017CumulativeStatsJaneSmith
- Place this document in the NURS6895 Course Statistics folder in addition
to the NURS6895 statistics spreadsheet.
36
Chapter
4
Core Competencies for Basic Practice
T
he Core Competences are established by the national professional organizations for each type of
practitioner. They are updated and revised on a regular basis by all organizations. The main
professional organization for nurse-midwives is the American College of Nurse-Midwives
(ACNM). The ACNM sets the Core Competencies based on a task analysis of recent midwifery
graduates to ensure that you are educated in the skills you will need to competently enter the midwifery
profession. Other organizations such as state nursing organizations, also promote nurse-midwifery and
continued involvement ensures that midwifery voices are heard.
The Core Competencies are the basic skills you need to have to begin midwifery practice safely and
competently. The Vanderbilt midwifery program is designed to meet the core competencies and provide you
with the knowledge and skills needed to function competently as an entry-level nurse-midwife.
The Core Competencies also serve as the blueprint for your educational experience. The Core
Competencies for basic midwifery practice describe the fundamental knowledge, skills, and behaviors
expected of a new practitioner. Accordingly, they serve as guidelines for educators, students, health care
professionals, consumers, employers, and policy-makers and constitute the basic requisites for graduates
of all nurse-midwifery and midwifery education programs accredited/pre-accredited by the Accreditation
Commission for Midwifery Education (ACME).
The Core Competencies are revised every five years to reflect changes in practice and to make sure
educational programs prepare graduates to meet the demands of the current clinical environment. Since
the Core Competencies change, it is wise to keep a copy of the Core Competencies from when you
graduated, in case your education preparation for a skill is ever questioned.
The scope of midwifery practice can be expanded beyond the Core Competencies as you mature as a
clinician. There is a clear process for incorporation of a new skill into your practice outlined in the
Standards for the Practice of Midwifery. It is important to document your knowledge and training in non-core
skills prior to use with clients. This process helps to protect you and your clients and ensure safe
practice.
Nurse-Midwifery Program Accreditation
The Accreditation Commission for Midwifery Education (ACME) accredits programs of midwifery
education. Previously accredited program must undergo reaccreditation at least every 10 years.
Vanderbilt’s Nurse-Midwifery Program was reaccredited in 2010 through 2020.
Accreditation Commission for Midwifery
Education (ACME)
8403 Colesville Road, Suite 1550
Silver Springs, MD 20910-6374
(240) 485-1800
37
Professional Organizations
The American College of Nurse-Midwives (ACNM) is the professional organization for the
profession of nurse-midwifery. Part of your role as a student is to become a member of your
professional organization. You will receive ACNM membership information during program
orientation. It is highly recommended that
you become a member of at least one local
affiliate of a professional organization.
American College of Nurse-Midwives
Attendance at local meetings, if available, will
(ACNM)
help you understand current professional issues
8403 Colesville Road, Suite 1550
and will give you an opportunity to meet and
Silver Springs, MD 20910
(240) 485-1800
talk to community leaders and nurse-midwives.
http://www.midwife.org
Membership entitles you to select opportunities
(e.g. Tennessee’s ACNM affiliate offers a
scholarship to a student member once a year). Local meetings provide opportunity for networking
and an opportunity to meet potential mentors or employers.
Promotion of midwifery on the state and local level is a Core Competency of midwifery practice
and helps shape the path of midwifery. We want to
encourage you to use the resources and discounts available
to you as a nurse-midwifery student.
Forinformationaboutthe
"
TennesseeAffiliateofACNMgoto:
http://tennessee.midwife.org
In the past, students have conducted a variety of fund-raising activities to afford the registration and
travel to the ACNM annual meeting. The faculty wants to assist you in any way possible.
"Student attendance at the ACNM Annual
Meeting is strongly recommended!!
2017 ACNM Annual Meeting & Exhibits
May 20-24, 2017 – Chicago, IL
student registration cost approximately $265
National Certification
Completion of the Vanderbilt Nurse-Midwifery Program qualifies you to take the National Certifying
Examination of the American Midwifery Certification Board (AMCB). You must pass this examination
to become a Certified Nurse-Midwife (CNM). You are not required to take the examination in order to
obtain your MSN degree but you must pass the examination to practice as a CNM.
38
American Midwifery Certification Board (AMCB) is the certifying body for the profession of nursemidwifery. The mission of AMCB is to protect and serve the public by providing the certification
standard for individuals educated in the profession of
midwifery. Certification for nurse-midwives was
American Midwifery Certification Board
initiated by the ACNM in 1971, and has been
849 International Dr. Suite 120
continued since 1991 by a separate corporation, the
Linthicum, Maryland 21090
ACNM Certification Council (ACC) which changed its
http://www.amcbmidwife.org
name in July 2005 to American Midwifery Certification
Cost of the Exam in 2016 was $500
Board (AMCB)
Completion of all nurse-midwifery program
requirements is necessary before sitting for the AMCB examination. You must carefully follow the
application information. Registration information and can be found in the candidate booklet posted on
the AMCB website.
The test is computer based and is given at designated testing centers throughout the nation. Information
about the test can be found in the candidate booklet on the AMCB website. You will know whether you
have passed once you submit the computerized exam. It is strictly forbidden for you to discuss any
questions or components of the exam. The examination may be repeated but the examination fee must
be paid again to re-take the exam.
TipsforPassingtheAMCBExamination
Vanderbilt has a high pass rate for the AMCB exam. We have extensively studied what has
worked for students. To increase your chance of success we suggest you:
1.
Take the AMCB examination AS SOON AS POSSIBLE after graduating while
your knowledge is fresh and sharp.
2.
Study with classmates; use the mini-objectives to focus your study.
3.
Focus your study according to the percentages given in the candidate booklet. For
instance, there are more questions on normal findings than abnormal findings.
Don’t schedule the exam around another stressful event (i.e. wedding, break-up, anticipated
death in the family) so you can fully focus on the exam.
CNMCertificateMaintenance
All CNMs must renew their certification every 5 years. The American Midwifery Certification
Board has a Certification Maintenance Program (CMP) that must be completed in order to
receive a new certificate for another 5-year period and remain a Certified Nurse-Midwife. The
CMP program is ongoing and involves modules and CEUs and cannot be completed within one
calendar year. There are yearly fees associated with the CMP program. For more information
about CMP or certification in general, see the AMCB website. The AMCB’s plan for certificate
39
renewal may change over your career. Use your membership in national organizations and
AMCB to stay current on your professional obligations.
If you do not practice in one area of midwifery for more than 2 years, you may be required to
demonstrate your knowledge and skills in that area. Official paths to re-entry to practice are still
being explored at a national level. Be sure and check the ACNM and the AMCB websites for
more information if your plan to leave or re-enter full-scope practice.
LifelongLearning
Many parts of midwifery are timeless and enduring, but much of clinical practice changes with
new studies and recommendations. We encourage you to use continuing education, peer review,
and personal study to update your clinical practice and ensure quality care. Participating in
midwifery education through preceptorship and guest lecturing can also encourage your
professional and personal growth.
40
Chapter
5
Program Faculty
T
he faculty of the Vanderbilt Nurse-Midwifery Program have a wide-range of experience and interests.
We strive to provide students with a broad perspective to best prepare you for midwifery practice. We
are excited to assist you in your journey to midwifery.
Core Faculty Bios
Michelle R. Collins, PhD, CNM, FACNM
Dr. Collins is an Illinois native who moved to Tennessee in 2005 to join the
faculty practice of the School of Nursing. She graduated from a dualmatriculation program in northern Illinois, out of Rockford College and St.
Anthony School of Nursing, where she received a Diploma of Nursing, as well
as a BSN. It was during her undergraduate program that she had her first
exposure to midwifery, during a semester abroad living and working with
midwives in the United Kingdom. After receiving her BSN, she worked for 17+
years as a labor and delivery nurse, pediatric nurse, and childbirth educator, after
which she returned to school and received her MSN from Marquette University in Milwaukee, Wisconsin.
After practicing midwifery in a private group practice in southern Illinois, where she was not only the first
Certified Nurse-Midwife in the city, but also initiated a popular waterbirth practice, she moved to
Tennessee to join Vanderbilt’s faculty midwifery practice.
Dr. Collins loves caring for women during pregnancy and birth, and also has a strong interest in the
gynecologic care of women. As a credentialed colposcopist, she is a designated mentor for the American
Society for Colposcopy and Cervical Pathology (ASCCP) for which she mentors new colposcopists
through the ASCCP mentorship program. She is also one of very few advance practice nurses in the
Nashville area to provide both diagnosis and treatment for cervical dysplasia. In addition, she is a nationally
recognized expert on nitrous oxide in labor. Her other interests include umbilical cord blood potential,
urodynamic evaluation, infertility, and water birth. An American Academy of Pediatrics instructor of
neonatal resuscitation, she received an ACNM Excellence in Teaching Award in 2008 and 2011 and will be
inducted as a Fellow into the American Academy of Nursing in October 2016.
She enjoys caring for, and working with, underserved populations, and spent 2 years in the National Health
Service Corps. She was a member of the American Midwifery Certification Board Exam Construction
Committee for 6 years, and currently active on several ACNM committees, including representing ACNM
as liaison to the ACOG HRSA funded Women’s Preventative Services Initiative. She has also served
nationally as a Marrow Donor Advocate for the National Marrow Donor Program.
Dr. Collins received her PhD from the University of Tennessee Health Science Center in Memphis,
Tennessee where her doctoral work “The Effect of Progesterone Only Contraception on the Accuracy of
Cervical Cytologic Interpretation” was completed. She lives just outside Nashville in Smyrna, Tennessee,
with her husband and has two sons – one a new CPA and the other a budding chef. She loves working
41
and teaching in an environment that so highly values evidence-based practice and the highest quality
education of its students.
Melissa G. Davis, DNP, CNM, FNP
Dr. Davis is a 2003 graduate of the dual Nurse-Midwifery/Family Nurse
Practitioner program at Vanderbilt University. She also holds a Bachelor’s
of Science in Nutrition from the University of Tennessee at Knoxville and
spent the first 2 years of her APRN career working in rural Middle
Tennessee as a FNP.
Since joining VUSN faculty in 2005, Dr. Davis has worked in various
capacities including as a dually certified CNM & FNP at Vine Hill
Community Clinic, Franklin Road Women’s Health Center, and West End
Women’s Health Center. She currently maintains full-scope nurse-midwifery
practice and attends births at Vanderbilt University Hospital. Dr. Davis maintains her FNP
certification by providing primary care at the Williamson County Walk-in Clinic, a Vanderbilt
Medical Group entity.
She began classroom teaching for VUSN’s nurse-midwifery specialty program and the pre-specialty
program in 2013. Her areas of interest include chorioamnionitis, vaginal birth after cesarean, obesity,
and caring for normal newborns. In 2016, Dr. Davis completed her DNP studies at Samford
University in Birmingham, AL, with a focus on chorioamnionitis rates in obese pregnant women.
Professor Davis is married and the mother of three children: two boys and one girl.
Sharon L. Holley, DNP, CNM, FACNM
Dr. Holley completed her Bachelor of Science in Nursing at the University
of North Alabama in 1991. She worked as a labor and delivery nurse at
Brookwood Medical Center in Birmingham, Alabama for two years before
starting her Masters of Science in Nursing degree, with a specialty in
Nurse-Midwifery, at the University of Alabama Birmingham where she
graduated in 1996. She has worked in a variety of settings as a CNM
including a Family Practice, private practice, hospital-owned practices, as
well as the Vanderbilt School of Nursing Faculty Nurse-Midwife Practice.
She has worked as a clinical preceptor for several nursing and nursemidwifery programs during her career.
Dr. Holley was in the first Doctor of Nursing Practice program at Vanderbilt School of Nursing and
graduated in May of 2010. The Capstone scholarly project she completed for her DNP was titled,
“Assessment of Male Partner Needs During Labor and Birth.” She has been with Vanderbilt since
2008 and now teaches in the nurse-midwifery program as well as holds an administrative position as
Director of the VUSN Nurse-Midwife Faculty Practice.
She has been married to her husband for 33+ years and lives in Antioch with their two dogs. The
Holley have two adult children, a daughter who works as an audiologist, and a son who works as a
web site developer. Their son was born in the United Kingdom with a British nurse-midwife. The
experience was such that it inspired Dr. Holley to first become a midwife, and then to teach
42
midwifery to those who dream of offering compassionate quality obstetrical and gynecological care
to women with the midwifery philosophy of being “with woman.”
In 2016, Dr. Holley was inducted as a Fellow of the American College of Nurse-Midwives.
Tonia L. Moore-Davis, PhD(c), CNM, FACNM
Professor Moore-Davis is a Middle Tennessee native who returned to
Nashville in 2005 to join the clinical faculty of the School of Nursing. From
2006-2011, she served as the Clinical Practice Manager and Director of
Women’s Health Services for the Nurse-Midwifery Faculty Practices at
VUSN, a role which included clinical education of residents, medical
students and student nurse-midwives. She began didactic teaching in the
nurse-midwifery education program in 2011, while continuing to practice
full-scope midwifery at West End Women's Health Center.
Professor Moore-Davis completed her pre-nursing coursework at the University of Mississippi
before earning her BSN from Johns Hopkins University. Her MSN training was a dual-focus in
nurse-midwifery and OB/GYN nurse practitioner studies from the University of Pennsylvania. In
2005, she completed a post-masters certificate in Nurse Education at the University of
Pennsylvania. She is currently pursuing her PhD in Nursing at the University of Colorado Denver,
and her research interests include epigenetic influences on perinatal health, specifically related to
spontaneous preterm labor. She is also interested in the use of mindfulness-based therapies as an
intervention for improving health patterning following chronic social defeat.
During her professional career, Professor Moore-Davis has practiced in birth center and hospital
settings and after just three years of clinical practice, she found herself in the role of “Service
Director”. During her time as a practice manager, she was responsible for oversight of two
outpatient centers (including one FQHC), and served on multiple inpatient care committees at
Vanderbilt University Medical Center. Professor Moore-Davis was instrumental in launching the
labor hydrotherapy program at Vanderbilt Hospital. Because of her leadership, the VUSN NurseMidwifery Faculty Practice has a reputation as one of the best in the country and continues to prides
itself on annual participation in the ACNM Benchmarking project and ongoing quality
improvement.
Professor Moore-Davis is active nationally in ACNM, currently serving as a trustee on the A.C.N.M.
Foundation Board of Trustees. She is the recipient of the ACNM 2010 Kitty Ernst Award for her
innovation and creative endeavors in midwifery and women’s health. She is a two-time recipient of
the ACNM Excellence in Teaching Award, in 2013 & 2016.
Professor Moore-Davis lives in the Old Hickory area with her husband John (a civil engineer) and
their dog. She is an avid SEC football fan, and can usually be found enjoying Vanderbilt football
during weekends in the fall. Spring semester finds her following the Vandy Women's Basketball
Team to tournaments and hoping for a trip to the NCAA Women's Final Four.
In 2016, Professor Moore-Davis was inducted as a Fellow of the American College of NurseMidwives.
43
Jeremy L. Neal, PhD, CNM
Dr. Neal is an Ohio native. He received his BSN from Bowling Green State
University (Bowling Green, Ohio) in 1995, MS with a focus in nursemidwifery from The Ohio State University (Columbus, Ohio) in 2005, and
PhD from The Ohio State University in 2008. Dr. Neal conducts
translational research aimed at improving the quality and safety of care to
laboring women. His professional goal is to improve perinatal and public
health by optimizing short- and long-term pregnancy and birth outcomes
for mother and baby while decreasing health care costs.
Dr. Neal joined the Vanderbilt School of Nursing in 2014 as an Assistant Professor of Nursing. Prior
to coming to Vanderbilt University, he was a faculty member in The Ohio State University College of
Nursing where he directed the nurse-midwifery specialty track while concurrently initiating his
research program. Dr. Neal also held a faculty position in The Ohio State University College of
Medicine. Dr. Neal’s goals as a faculty member at Vanderbilt are 1) to develop outstanding future
nurse-midwives; 2) to prepare the next generation of perinatal nurse scientists; 3) to develop future
nurse leaders and; 4) to lead research that will equip clinicians with knowledge-based tools that will
improve care.
He has been married to his wife, Coralei, for 15 years and is the father of four children (3 boys – 12,
9, 4 years old and 1 daughter – 10 years old). He ‘caught’ 3 of his children – but, of course, his wife
did the real work.
Julia C. Phillippi, PhD, CNM, FACNM
Dr. Phillippi became involved with midwifery in high school, observing
CNMs in a local birth center. While in college for her undergraduate degree
in biology, she apprenticed with a home birth midwife, completing the
CPM requirements. She graduated from Vanderbilt University School of
Nursing with her MSN in 1999. After graduation, she began practicing at
her integration site, Women’s Wellness & Maternity Center, a freestanding
rural birth center. She went on to become Director of Midwifery Services.
She has been faculty at VUSN since 2005. She loves caring for women in the
birth center setting, and has assisted at births in homes, birth centers, and small and large hospitals.
She currently provides intrapartum care at the Vanderbilt Nurse-Midwifery Faculty Practice.
She received the Kitty Ernst Award; know as “the whippersnapper award”, from the ACNM in 2005
for her work on the Certificate Maintenance Committee, as chapter chair for Tennessee, and
leadership in practice. She also received the ACNM Excellence in Teaching Award in 2007 and 2013.
She was the chair of the ACNM Core Competency Committee during the 2012 revision of the Core
Competencies for Basic Midwifery Practice and has served on the Division of Education. She is
currently a part of the Division of Research and the ACNM publications committee.
In addition to teaching in MSN and DNP classes, Dr. Phillippi is active in research focusing on
access to prenatal care and innovative educational formats. Her publications include many peer-
44
reviewed articles and textbook chapters, including chapters in Varney’s Midwifery and a key
Pathophysiology text. She completed her PhD at the University of Tennessee, Knoxville in 2011, and
her dissertation focused on reasons Appalachian women declined Centering Pregnancy prenatal care.
Her current research focuses on how women interact with the clinic system with the goal of
improving the experience, especially for vulnerable women.
She lives in Williamson Count with her husband and three children who were born at Women’s
Wellness birth center in 2000, 2003, and 2006.
Mavis N. Schorn, PhD, CNM, FACNM
Dr. Schorn moved to Tennessee in 2002 for the purpose of coming to
Vanderbilt University to teach nurse-midwifery and to begin work on her
PhD. She spent her adult life in Houston, TX after graduating from the
University of Texas in Austin with a BSN. While working as an L&D nurse
and nurse manager in a tertiary care hospital, she completed her Master of
Science degree. She gave birth to her daughter in 1987 (with a special
CNM), two weeks after defending her thesis. One year later she started her
midwifery education at Baylor College of Medicine in Houston. She joined a
new midwifery practice after graduation at the University of Texas Health Science Center in
Houston, working at the county hospital and public clinics. After 4 years and hundreds of births, she
was offered the opportunity to begin a private hospital midwifery practice in Houston. She stayed
there for eight years until making the transition to Nashville.
Since coming to Vanderbilt, she has served in numerous capacities. She was the Nurse-Midwifery
Program Director from January 2006 – August 2012 and the Assistant Dean for Academics at the
School of Nursing from 2010 to 2013. She is now the Senior Associate Dean for Academics;
however, she continues to teach and care for women as a member of the Vanderbilt NurseMidwifery Faculty Practice.
Dr. Schorn has been married to her husband, David, for over 30 years and their daughter, Erin, is a
2012 graduate of the University of Alabama. David retired from the oil business several years ago to
be a stay-at-home dad and is a good cook and avid midwifery supporter. Mavis loves to read mystery
novels, go to Vanderbilt baseball games and go for walks.
She completed her PhD program at the University of Kentucky in 2009. Her dissertation research
was “The Effect of Guided Imagery on the Third Stage of Labor”. She loves to travel (probably as a
result of growing up in a military family), has a working use of Spanish, and tries somewhat
unsuccessfully to keep her work-aholic tendencies under control. She is proud to be affiliated with
Vanderbilt University, a vibrant, cutting-edge nurse-midwifery program, and dynamic faculty.
45